Online Assessment Research Articles

Examining The Integration Of ICT Tools In English Language Teaching: Comparative Analysis Of High School Teachers' Practices In India And Vietnam

This study explores the integration of Information and Communication Technology (ICT) tools in English language teaching practices of high school teachers in India and Vietnam. A survey with chart-based responses was distributed to 60 teachers(30 from each country) from nearby districts. The research investigates howteachers utilize ICT tools, their assessment practices, and perceived effects on student engagement and learning. The findings reveal that both countries employ ICT tools, with a focus on social media platforms, language learning applications, and online dictionaries. Vietnamese teachers demonstrated a slightly higher adoption rate, particularly for virtual reality (VR) and augmented reality (AR) technologies. While paper-based assessments remain prevalent, online tools like Google Forms and online assessment platforms are gaining traction. Teachers reported positive perceptions of ICT tools, believing they enhance student engagement and learning outcomes. However, challenges were identified, including limited access to technology resources and a lack of training on effective ICT integration. This study highlights the need for further research to directly measure the impact of ICT tools on student achievement. Additionally, it emphasizes the importance of addressing teacher training needs to unlock the full potential of ICT tools and create more engaging and effective English language learning experiences for students.

ELECTRONIC ASSESSMENT ANXIETY SCALE: DEVELOPMENT, VALIDITY AND RELIABILITY

The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables real-time monitoring, customization, and scalability of feedback, benefiting students, academic staff, and administrative personnel. However, students encounter specific challenges in the electronic assessment environments. These challenges include limited control over test settings and the isolated nature of taking exams without peers. Furthermore, the technological proficiency of both instructors and students, along with resource constraints (computers, mobile devices, internet), can impede the effective utilization of these assessment tools. Technical issues like slow internet connection or disconnections can have significant consequences, especially in online exams, posing difficulties for corrections. The main goal of this study is to develop a Likert-type scale capable of measuring anxiety related to technical issues, social isolation, and the test interface experienced in e-assessment contexts. The study consists of two separate groups: the first group comprising 359 participants and the second group consisting of 356 participants. Both groups include undergraduate and pedagogical formation certificate program students from a university in the Eastern Anatolia Region of Turkiye. Construct validity was assessed through exploratory and confirmatory factor analyses. Item parameters were examined using item analysis based on classical test theory. As a result of the study, a two-factor scale structure comprising 21 items measuring social and technical anxiety was developed. These two dimensions account for 59.89% of the total variance. The Cronbach’s alpha coefficient for the entire scale was 0.93, the McDonald’s omega coefficient was 0.93, and the construct reliability was 0.99.

Employee e-Recruitment using the Simple Additive Weighting (SAW) Algorithm at PT Krakatau IT

Recruitment aims to get the right people according to criteria that suit the company's conditions and needs. Currently in Krakatau IT the recruitment system is implemented manually using the stages of receiving files in hardcopy or still using company email, carrying out written tests directly in paper form. This requires a long time in the process of file selection and assessment of test results. To overcome this problem, an online recruitment system is needed, starting from publishing job requirements/vacancies, selection stages and online assessments. This e-recruitment can make decision making easier, from identifying problems to selecting the right data. The decision-making methodology in designing e-recruitment uses the simple additive weighting (SAW) method can help improve the fit between employees and their roles, which can contribute to better performance so that employee selection is based on criteria that match job requirements.

A STUDY OF POPULAR ONLINE EDUCATIONAL PORTALS (WEB APPS) IN INDIA

This research paper investigates the landscape of popular online educational portals in India, examining their features, user engagement, and impact on learning outcomes. As the demand for digital education surges, especially post-pandemic, platforms like BYJUS and Unacademy have emerged as significant players. The study employs a study of secondary data from the selected portals. Key metrics analysed include user accessibility, content variety, pedagogical effectiveness, and user satisfaction. Findings reveal a diverse range of educational resources tailored to different learning needs, highlighting the effectiveness of interactive tools and personalized learning paths. A Modern-Day Approach: The NEP 2020 has a special focus on online education. Universities and institutions like NITs and IGNOU will be conducting pilot research studies to maximize the benefits of digital learning in India. Online tools and platforms like DIKSHA and SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) will be upgraded with new insight into training content, in-class resources, assessment aids, profiles, etc. that will allow seamless interaction. It also focuses on the creation of public digital and interoperable infrastructure that can be utilised by multiple platforms. NEP 2020 emphasizes the creation of virtual labs wherein students can practice their theoretical knowledge and make course content available in different languages. The newly renamed Ministry of Education proposes to set up a dedicated unit for the promotion of digital learning. The dedicated unit will comprise experts from the field of education, educational technology, administration, and e-governance who will focus on the online learning needs of both the school and higher education. More emphasis will be given to online assessment and examinations. The present age is driven by digital technology and the whole globe comes under the influence of the Internet and the World Wide Web. The internet equipped both the education seeker as well as the education provider and laid them together under the virtual roof. Due to this, the concept of virtual classrooms is already popularized across the globe. Therefore, in the modern era, the role of online technology in providing education is vital and with its flexible nature online educational technology has gained popularity. The online education is now more accessible to the less privileged groups in comparison to the centralized classroom education system.

Analyze, monitoring and testing of computer information systems

The high importance and criticality of the efficiency and reliability of the functioning of modern computer information systems require efforts to ensure them, which are no less, than the efforts to develop the systems themselves. Offline and online monitoring and testing of computer information systems, which are often used to ensure efficiency and reliability of functioning, involve the development and implementation of appropriate hardware, software and information tools, as part of automated technical diagnostic systems. Features of both the computer information systems themselves and the means of monitoring and testing are their network distribution, autonomy and at the same time cooperation of all their components. Such features appear already in the system-functional presented systems and impose requirements for a special analysis of all their properties and functions, in that case also energy ones. The proposed work is focused on the implementation of energy-behavioral monitoring and testing of computer information systems, defines a formal presentation of a special analysis of the relevant hardware and software tools and is based on asynchronous-event models of extended Petri nets and behavioral experiments. This representation is based on models of energy-behavioral specification and testing, parallel, associative-evolutionary methods of monitoring and testing with the accumulation of blanks and results that differ in special features. The proposed presentation makes it possible to create a new system energy-behavioral technology for monitoring and testing computer information systems.

Use of Telehealth in Autism Spectrum Disorder Assessment in Children: Evaluation of anOnline Diagnostic Protocol Includingthe Brief Observation of Symptoms of Autism.

The COVID-19 pandemic revealed the need to develop the field of remote assessment for autism spectrum disorders (ASD). The purpose of the study was to evaluate an online assessment protocol that includes the Brief Observation of Symptoms of Autism (BOSA). The online protocol consisting of BOSA and the Autism Diagnostic Interview-Revised (ADI-R) was administered by experienced examiners to 29 children with suspected ASD. The participants were then evaluated by clinical psychologists in a standard clinical setting using the Autism Diagnostic Observation Schedule-2 (ADOS-2) and other methods, and the ASD diagnosis was confirmed or ruled out. The results show substantial to moderate inter-rater agreement between the online and face-to-face raters with the value of Cohen's Kappa = 0.66 (P < 0.001); this corresponds with 79.8% agreement. The sensitivity of the protocol was approx. 94.7%, the specificity was 70%, the positive predictive value was 85.7%, and the negative predictive value was 87.5%. Further, direct false positive or false negative diagnostic conclusions based on the online protocol were absent when the possible conclusion of "I cannot decide" was included. The items B9 Showing, B10 Spontaneous Initiation of Joint Attention, B1 Unusual Eye Contact, B3 Facial Expressions Directed to Others, and C2 Imagination/Creativity were shown to be well observable in BOSA when related to ADOS-2 scoring. The results indicate that the protocol consisting of BOSA and ADI-R administered by an experienced examiner is a promising combination of tools for remote autism assessment.

Application of cascaded neural network for prediction of voltage stability margin in a solar and wind integrated power system

Voltage stability is a paramount concern in the management of renewable-rich power systems. As the diffusion of renewable energy sources continues to increase, accurately estimating voltage stability margins becomes essential. This paper addresses the critical need for effective voltage stability margin estimation and presents a novel approach to predict the same on the solar and wind integrated power system. A new machine learning methodology is developed based on the cascaded neural network (CNN). The proposed CNN methodology effectively estimates the loadability margin in a renewable-rich power system under normal operating conditions, varied loading directions, and various contingency situations. The results of CNN are compared with different machine learning techniques and tested in the IEEE 30 bus system and IEEE 118 bus system under various operational circumstances. The results illustrate the efficiency of the suggested method for online assessment of a power system's Voltage Stability Margin. The proposed approach gives real-time insights into voltage stability margins by leveraging the power of data and powerful algorithms, allowing grid operators to proactively manage and optimize renewable energy integration while ensuring grid dependability and stability.

Development of Science Learning Modules with Computer-Based Test (CBT) Assessments to Train Critical Thinking Skills of Students at SMP Negeri 7 Bontang

This study aims to improve Modules for science subject with the Computer-Based Test Assessment in order to train students’ critical thinking on one of science topics which is human’s respiratory system using ADDIE model. This model of research is the development research level 3. The data were collected by involving expert’s validation, observation, test, and questionnaire. The results showed that: the module validity result in terms of module itself was 93.75% with a very valid category. The validity in terms of language and material were 88.77% and 99.54% respectively, while the results by the Computer-Based Test application were 97%. The module’s practical results assessed by questionnaires were 89.41% and it means this module is highly practical to be used. The results of the module’s efficacy in terms of normality, the n-gain of all classes in pre-test and post-test’s sig value &gt; 0.05, therefore the data was distributed normally. The results of paired sample t-test indicate that there is a noticeable difference on the average of pre-test and post-test results in the experimental group. Hence, the science module with Computer-Based Test is effective to be utilized as learning materials that can increase students’ critical thinking skills at schools.

Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students

Aim. The current study aims to investigate Chinese students' perceptions and experiences with online English learning, as well as their recommendations for future online English courses. Methods. This study included 383 Chinese college students and was conducted using a mixed-methods, sequential explanatory research design. A survey questionnaire and semi-structured interviews were used to collect data from the students. The collected data was analyzed both statistically and thematically. Results. The findings provided useful insights into the strengths and areas for improvement in current online English learning practices. Despite widespread comfort and satisfaction with online learning platforms, concerns about the digital divide, engagement, interactivity, and assessment integrity call for a more nuanced approach to online course design and delivery. Conclusion. Students highlighted several recommendations for future online English learning, including a desire for more interactive sessions, better management of student needs, diversification of learning activities, emotional support and motivation, and enhancing online exam integrity. Cognitive value. This study offers some pedagogical implications for infrastructure, the learning environment, teaching methods, and approaches to online assessments. It also advocates for a rethinking of how online courses are designed and taught to meet the changing needs of students in the digital age.

Teaching and Learning Process Transformation using New and Emerging IT Trends in the Nigerian Educational System

This study investigates how IT trends affect teaching and learning in the Nigerian educational system. It starts off with a summary of the current IT trends being used, such as the usage of technology in classrooms, accessibility to the internet, use of mobile devices and educational apps, and incorporation of virtual and augmented reality. The report then looks at how these IT trends have improved teaching and learning, including increased motivation and engagement, personalized learning experiences, easy access to a variety of learning resources, and chances for collaborative learning. However, there are obstacles to integrating IT trends into the Nigerian educational system, such as a lack of equipment and resources, a lack of digital literacy among teachers and students, reluctance to abandon the use of conventional teaching techniques, and privacy and security worries. The provision of professional development for teachers, the development of infrastructure and internet connectivity, the promotion of digital literacy, and addressing privacy and security issues are some of the strategies for successfully integrating IT trends in education. The study also provides examples of how IT trends have been successfully implemented in Nigerian schools, including the use of online tests, virtual and augmented reality in science instruction, and educational apps for individualized learning. Future directions and suggestions are then given, highlighting the necessity of increasing access to technology and internet connectivity, incorporating cutting-edge IT trends like artificial intelligence and machine learning, offering teachers ongoing professional development opportunities, and fostering collaboration between the government, educational institutions, and technology providers.

Validation and convergent validity of the Boston cognitive assessment (BOCA) in an Italian population: a comparative study with the Montreal cognitive assessment (MoCA) in Alzheimer's disease spectrum.

The Boston Cognitive Assessment (BOCA) is a self-administered online test developed for cognitive screening and longitudinal monitoring of brain health in an aging population. The study aimed to validate BOCA in an Italian population and to investigate the convergent validity with the Montreal Cognitive Assessment (MOCA) in healthy ageing population and patients within the Alzheimer Disease spectrum. BOCA was administered to 150 participants, including cognitively healthy controls (HC, n = 50), patients with mild cognitive impairment (MCI, n = 50), and dementia (DEM, n = 50). The BOCA reliability was assessed using (i) Spearman's correlation analysis between subscales; (ii) Cronbach's alpha calculation, and (iii) Principal Component Analysis. Repeated-measures ANOVA was employed to assess the impact of the sequence of test administrations between the groups. BOCA performance between HS, MCI and DEM and within different severity subgroups were compared using Kruskall Wallis test. Furthermore, a comparison was conducted between MCI patients who tested positive for amyloid and those who tested negative, utilizing Mann Whitney's U-test. Test scores were significantly different between patients and controls (p < 0.001) suggesting good discriminative ability. The Cronbach's alpha was 0.82 indicating a good internal consistency of the BOCA subscales and strong-to-moderate Spearman's correlation coefficients between them. BOCA total and subscores differ across different MoCA severity subgroups and demonstrated strong correlation with MoCA scores (rho = 0.790, p < 0.001). The Italian version of the BOCA test exhibited validity, feasibility, and accurate discrimination closely performing as MoCA.

Development of the National Prehospital Pediatric Readiness Project assessment

AbstractIntroductionIn the United States (US), the quality of care provided to children during emergencies is highly variable. Following implementation of the National Pediatric Readiness Project (NPRP), inclusive of two national online assessments of Emergency Departments (EDs), national organizations involved in Emergency Medical Services (EMS) systems convened to launch the Prehospital Pediatric Readiness Project (PPRP). The PPRP seeks to ensure high‐quality pediatric prehospital emergency care for all children. One of the first priorities of PPRP is to assess the current level of pediatric readiness in EMS systems. The development of the first comprehensive national assessment of pediatric readiness in EMS systems is described.MethodsThe 2020 joint policy statement, “Pediatric Readiness in Emergency Medical Services Systems” and the associated prehospital pediatric readiness checklist served as the foundation for the PPRP assessment. Assessment questions and scoring algorithm were developed using a modified Delphi process. The PPRP Assessment was converted into an online format comprising a website (EMSpedsReady.org), the online assessment, a personalized gap report, and non‐public Tableau data‐monitoring dashboards. A directory of all eligible EMS agencies in the United Staters was created to track participation. A diverse cohort of 15 EMS agencies piloted of the assessment questions and the online version of the assessment. Feedback from the pilot was integrated.ConclusionThe inaugural PPRP Assessment was open access May through July 2024, and the results will be used to guide future PPRP efforts.

COVID-19 pandemic and women transitioning from incarceration: a study of online health information seeking among underserved and marginalized women

ABSTRACT Based on interviews with 118 women recently released from incarceration in the U.S. Midwest, this study examines changes in their online health information consumptions and evaluations throughout the COVID-19 pandemic (2020–2022). Findings show that women transitioning from incarceration, who are often marginalized at the intersection of gender, socioeconomic status, and race, faced challenges navigating and assessing online health information during the pandemic. We use a feminist framework in analyzing online health information seeking and assessments among women recently released from incarceration while acknowledging intersectional marginality experienced by this population. Given the limited existing research on reentry programs focusing specifically on justice-involved women, our study contributes to developing and improving health and information literacy programs for this underserved and marginalized population.

Student Privacy Activism: Protesting Radical Digital Transformation in EdTech

Abstract Student-organized activism and obfuscation respond to intrusive surveillance in digital assessment within higher education. This article explores privacy surveillance disconnects and the emergence of protests against antinormative practices. Employing qualitative and quantitative methods, including content analysis of subreddits focused on higher education, student privacy, and specific university campus communities, the study considers multiple stakeholders’ perspectives. The findings illustrate the creative avenues students have adopted to counter online assessment tools. Emphasizing the significance of privacy and autonomy in higher education, this work sheds light on the challenges faced by students and provides insights into their strategies for addressing privacy concerns.

Transforming digital learning and assessment strategies in higher education

This study proposes a transformative approach to integrate modern technology and online assessments in higher education, emphasizing the shift from traditional methods to advanced-conceptualized digital platforms. It explores the potential of technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications to reshape education by offering scalability, real-time feedback, and personalized learning experiences. These technologies provide opportunities to create immersive learning environments and enable students to engage with content more interactively. Through a survey conducted with 367 sophomores from four faculties at Universitas Terbuka, digital readiness, challenges, and expectations were assessed. The survey results indicated a diverse range of digital proficiency among students, highlighting both strengths and areas needing improvement in digital skills. Preliminary findings indicate significant differences in digital readiness and expectations for interactive and flexible learning environments among faculties. Students from technology-oriented faculties exhibited higher readiness and adaptability to digital tools compared to those from humanities and social sciences faculties. The study underscores the need for targeted strategies to enhance digital competencies and support systems, ensuring equitable access to digital learning tools. Additionally, it identifies key barriers such as limited access to reliable internet and insufficient digital literacy training, which must be addressed to fully realize the benefits of online education. For instance, students reported difficulties in accessing advanced educational software due to limited bandwidth, which impacts the efficacy of online learning platforms. These insights provide practical recommendations for educators, developers, and policymakers to optimize digital learning experiences and address emerging educational challenges, setting the stage for future transformative practices in higher education. The findings advocate for a comprehensive institutional policy that promotes continuous digital skills development and infrastructure investment to support inclusive and innovative learning experiences.

A validity exploration model related to the existence of the generic problem-solving competence

There has been a growing focus on exploring the existence of Generic Problem-Solving competence across various fields, leading to heightened attention in this area. However, most of the previous and current approaches are limited in terms of validity and reliability. Thus, this paper aims to propose a new approach based on The Standards for Educational and Psychological Testing validity framework to investigate this matter. The investigation leads to the review of the conceptions of construct validity in educational measurement. The paper concentrates on the proposed validity exploration (VE) model, representing an elaborate enterprise and a serial, progressive procedure aligned with the content and structural validity aspects of The Standards framework. The PISA Computer-based Assessment was used as secondary data for this investigation.

A multiple mediation model of thinking style, student assessors’ online assessment performance, and critical thinking in online assessment environment

A multiple mediation model of thinking style, student assessors’ online assessment performance, and critical thinking in online assessment environment

A Burnt-Out Health: Stigma towards Mental Health Problems as a Predictor of Burnout in a Sample of Community Social Healthcare Professionals.

Burnout is a primary psychosocial risk factor in the workplace. Mental health stigma, which includes negative cognitions, emotions, and behaviors, also undermines the performance of social healthcare professionals. This study aimed to explore the levels of burnout in a sample of community social healthcare workers as well as its relationships with variables such as stigma towards mental health problems, professional skills, and job characteristics. An online assessment was conducted with 184 social healthcare professionals (75.5% female, mean age = 40.82 years, SD = 9.9). Medium levels of burnout and stigma and high levels of professional skills were observed. Multiple linear regression analyses revealed that stigma towards mental health problems and professional skills predicted emotional exhaustion (R2 = 0.153, F(4, 179) = 9.245, p < 0.001), depersonalization (R2 = 0.213, F(3, 180) = 17.540, p < 0.001), and personal accomplishment (R2 = 0.289, F(5, 178) = 15.87, p < 0.001). These findings suggest that social healthcare systems could benefit from taking care of the mental health of their workers by addressing burnout, tackling negative attitudes towards mental health problems, and providing professional skills training. This would help to make social healthcare systems more inclusive and of higher quality, thereby reducing health costs.

B - 119 Comparing the Keystrokes (Ks) Test, an Online Assessment of Attention, Processing Speed, and Executive Functioning, with Established Neuropsychological Measures

Abstract Objective Despite technological advances, few accessible computerized neuropsychological measures exist. The KeyStrokes (KS) test was developed to provide an online assessment of simple attention, processing speed, and executive functioning. Methods 25 participants from a mixed clinical sample of patients (M age = 52.6, SD = 15.7; 72% females) completed the KS test, which includes six conditions: two response time trials, three inhibition trials, and one inhibition/switching trial. Participants also completed the following: WAIS-IV digit span, symbol search, coding, matrix reasoning, reliable digit span, the Reynolds Interference Task (RIT), the Trail Making Test part A (TMT-A) and part B (TMT-B), the Grooved Pegboard Test (GPT), and the BDI-II and BAI. Results The internal consistency of the KS was excellent, α = 0.958. Correlations computed for the six subtests were all positive, strong (all above r &amp;gt; 0.68), and significant (p &amp;lt; 0.001). Higher scores on all KS subtests were associated with higher scores of each of the WAIS-IV subtests and on the RIT (p &amp;lt; 0.05). Negative correlations were seen for TMT-A and TMT-B, as well as the GPT and all KS subtests (p &amp;lt; 0.05). Multiple regression analyses demonstrated that age significantly predicted performance (p &amp;lt; 0.001), while education did not. Conclusion These findings show strong convergent and discriminant validity with established measures. Based on our results, the KS appears to be a viable option for a new assessment particularly with the strong correlation data between the KS and multiple well-established neuropsychological tests.

Who accessed STI testing in Britain during the COVID-19 pandemic and how: Findings from Natsal-COVID, a cross-sectional quasi-representative survey.

During the COVID-19 pandemic, online sexual health service delivery increased across Britain. We investigated inequalities in STI testing access and methods of access during the first year of the pandemic. Natsal-COVID, an online-survey of people 18-59 years in Britain, explored sexual health experiences in the first year of the pandemic. We describe the socio-demographics of participants who used STI testing services and compare those who reported being "online service users", defined as using services with no direct clinician interactions (regardless of whether they also used other methods), with those who were exclusively "other service users", defined as face-to-face, telephone, or video calls. 246/6,064 participants (4.2%) reported STI testing between 03/2020-03/2021. Of those, 35.8% (95%CI 29.2-42.8) used online services. Online service users (compared to other service users) were more often white (74.9% (62.2-84.4) versus 68.5% (59.4-76.3)), less often had anxiety (39.0% (28.4-50.9) versus 57.2% (48.4-65.6)) and less often had disabilities (25.8% (16.8-37.4) versus 48.1% (39.4-56.9)). Among women (only), online users were more often in good health (91.4% (81.3-96.2) versus 69.3% (57.4-79.2)). More than one third of STI testers used online services during this period. Differences exist in the characteristics of people accessing online versus other testing services. These data suggest that online services were more likely to be accessed by groups with typically lower risk of poor sexual health (white and in good health). Further investigation is needed, especially if online services are the only option offered, as differences in ability to access services could widen inequalities.